Probation and Punishment

Probation and Punishment

Probation and Punishment

In the scenarios and resulting simulations, Robert Donovan, a Jurisville probation officer, discusses the intricacies of probation. Kris, the defendant, is offered an
intensive supervised probation plan to follow. Brennan Brooke, a senior criminologist, discusses the tailoring of the inmate to the appropriate facility. Finally,
Orlando Boyce, a sergeant at the fictional Deephall correctional facility, discusses measures that could conceivably make prison life effective and thus decrease the
likelihood of recidivism.

Write a three to four (3-4) page paper in which you:

Outline your findings from your review of the file of Kris, for whom Robert is considering probation. State whether or not your results from the file review match
Robert’s. Explain two (2) instances in which your views and those of Robert are both similar and different.
Develop a profile of the so-called perfect candidate to participate in an intensive supervised probation program. The profile should contain at least three (3)
attributes that you believe make this defendant the perfect candidate for this type of probation.
Defend or critique the strategy of matching the inmate to the correctional facility as a response to the legal concept of cruel and unusual punishment. Provide a
rationale for your position with concrete examples.
Defend or critique whether programs and amenities geared to making prison life effective—which run the gamut from hiring extra officers, to counseling and therapy, to
building a garden—are time and taxpayer money well spent.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format.
Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference
page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:

Outline the major characteristics and purposes of prisons, including prisoners’ rights and prison society.
Use technology and information resources to research issues in criminal justice.
Write clearly and concisely about criminal justice using proper writing mechanics and APA style conventions.

Strategic leadership in a changing world

Strategic leadership in a changing world

Strategic leadership in a changing world
Choose ONE of the following three organisations:

Poundland PLC or

Ted Baker PLC or

Mitsubishi Motors Corporation

Word limit: 3000 words

Minimum 15 references (Harvard Referencing)

Write an essay (using module concepts) that evaluates the strategic issues and options facing your organisation of choice on the 1st March 2017. How useful have
module concepts been in helping you undertake this assignment?

Your work is to be up-date up until the end of 1st March 2017.You are not allowed to use “information” on your organisation of choice that occurs/is produced after the
1st March 2017 e.g. any changes/issues /events/information/environmental or internal changes concerning/affecting the organisation that occur after 1st March 2017
CANNOT be used.

Module Concepts/theories include:

Mitzberg’s 5 P’s for strategy
Porters 5 forces
Goal setting theory
MC Kinsey 7 s framework
Life-cycle model
Porter’s Diamond
etc.

Latino/ Hispanic American in Law enforcement

Latino/ Hispanic American in Law enforcement

Latino/ Hispanic American in Law enforcement

This assignment requires reading and the use of external sources. Who ever is awarded with this project I will attach the chapter reading. Please remember that you
must read, understan, Analyse and use the book

Subject: Assignment # 8 Latino/Hispanic Americans and L.E.

1. What are the special characteristics of the American Latinos/ Hispanics in term of size, origin, growth rate, most populated states, interpersonal family ties? 2.
“…Whether we are black or brown or white, we all bleed the same red blood of patriots”​ (President Trump’s inauguration speech, Washington, January 20th, 2017) –
write your opinion about the president’s statement. Include in your answer the history of LE relationships with African Americans and Latinos/Hispanics. 3. Watch the
video clip made by the New York blogger Katheleen Lazo, explaining the differences between “Latino”​ and “Hispanic”​: http://youtu.be/gs2tdjzla8Y. What is the
difference according to Kat Lazo, and in which category does she fit in your opinion? Is she Asian? Hispanic? Latina? (Check her blog and Youtube clips for her self-
definition). 4. This assignment is due on Monday, March 13, 2017 by the end of the day.

the human element

the human element

the human element

Human nature is the single greatest vulnerability in any control system and cannot be ignored. Organizations should always take human behavior into account when
designing access plans and strategies. Human beings can pose unintentional threats when they accidentally delete data. Hackers may be motivated by financial data when
they attack a system or use social engineering skills to gain access to restricted data. Consider human nature and organizational behavior in this term paper.
Write an eight to ten (8-10) page paper in which you:
Propose five (5) techniques that organizations should apply to mitigate the threats arising from human nature.
Evaluate the consequences of a poor hiring decision. Propose steps that could be taken to prevent such bad decisions in the first place.
Examine what an organization could possibly learn when a policy is implemented to observe personnel in an ongoing manner.
Propose five (5) best practices that you would use to handle human nature and organizational behavior.
Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format.
Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference
page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Define proper security controls within the User Domain to mitigate risks and threats caused by human behavior.
Use technology and information resources to research issues in access control.
Write clearly and concisely about topics related to Security Access & Control Strategies using proper writing mechanics and technical style conventions.

Psychology Phobia

Psychology Phobia

Psychology Phobia

My phobia paper reasearch is Necrophobia

Necrophobia is the fear of death or dead things. This is a very common fear, especially after the loss of a loved one. This fear is a sort of defense mechanism of the
mind. This can also be a very difficult phobia to overcome because of the uncertainty surrounding death and the large faith component associated with death and dying.

Outline and Expectations for the Phobia Research Paper

1) Paper must be written in APA format. (Please see link to OWL Below)

2)You must use 3 scholarly sources. (Ex. American Psychological Association or The National Institute of Health)

3) You may interview someone with the phobia or yourself if you have it. That counts as a first hand source.

The paper must be a Minimum of 2 pages and should max out at 3 pages. (That is not including the Title Page, Abstract or Reference Page.)

Points will be deducted for a paper not written and presented well.

-10 points each for missing sections

-10 for each missing scholarly source

-45 for incomplete or incoherent research

-25 for incomplete or incoherent explanation of how the phobia could effect those who live with it, including how the phobia could be treated to help improve quality
of life.

-10 for glaring spelling, grammar, and sentence structure mistakes. (Use Spell Check)

This paper should be straight forward, clear and concise. Covering a definition of the phobia, treatments for the phobia and how someone with the phobia lives day to
day. Please do not hesitate to ask me if you need help or have questions and/or concerns

Link to OWL below

https://owl.english.purdue.edu/owl/resource/664/01/

Phobias found at (https://www.symptomfind.com/health/most-common-phobias/)

Advanced Statistics and Analytics

Advanced Statistics and Analytics

Advanced Statistics and Analytics
Before you take your final exam, let’s take some time to reflect on what has been learned over the last 10 weeks. For your discussion this week, answer the following
questions:
What concept(s) did you find to be the most/least enjoyable? Why?
Which concept(s) do you think will be most applicable in your chosen career? Explain.
Are there any concepts that you continue to struggle with that you would like more resources for before you begin your final exam?
Comment on your classmates posts by discussing the similarities and differences among your postings.
Please make your initial post by midweek, and respond to at least one other student’s post by the end of the week. Please check the Course Calendar for specific due
dates.
Need Help? Click here for complete discussion forum instructions.

Theoretical Case Study Case of Margarita

Theoretical Case Study Case of Margarita

Theoretical
Case Study Case of Margarita

Case Study: The Case of Margarita, Part 2
Intake Information (background for the Part I assignment)
Margarita is a 26-year-old Puerto Rican woman. She was born in Puerto Rico and moved to the United States as a teenager. Her husband is African American and has lived
in the United States his entire life. The couple has been married for five years. They have two children together, a boy age three and a girl age one.
Margarita is seeking counseling due to reported “anger outbursts.” She states that she becomes so angry with her husband that she thinks of physically harming him,
although she does not remember anything that he does specifically to provoke her anger. She denies any physical violence but has gone as far as grabbing a knife and
threatening him. She does respond to his verbal attempts to calm her. She reports feeling relief after the “explosion.”
Margarita has an MBA and is very intelligent. Recently, she was accepted to law school and will be starting in three months. Her husband holds a prominent position in
their community and he is 10 years older than she. She states that he never gets angry with her and just tells her that “things will get better.” In the assessment,
you discover that it appears he is somewhat of an enabler (minimizing her outbursts), but he is very good to her. Margarita does admit that she is fearful that her
husband will leave her due to her behavior. She reports that they do not communicate well, he maintains the house, and they rarely experience intimacy or sex.
Margarita also discusses feeling depressed most of the time, but she has to put on a “game face” to do her work. Her husband and her parents are the only ones who see
her depressed side. She holds an important position with the community development board in the county where she lives. She also reports that she often experiences
anxiety in social situations, avoids going places where she may be socially judged, and has no friends, but she does feel confident in structured work projects where
she is in charge. She also reports having panic attacks on occasion and has had thoughts of suicide. She often thinks that she is not pretty enough or nice enough to
have friends, although she truly wants to have quality friendships. She is always in a mode of self-doubt and admits to constant negative internal dialogue.
She denies any drug or alcohol abuse or history. There is no physical or sexual abuse in her past. She states she saw a counselor about six times in college after the
death of her best friend. She states she felt she should have been the one who died in the car crash and not her friend, although she was not even involved in the
accident. She did not feel that the counseling was helpful. At that time, she took Paxil but had an extreme negative reaction. She is reluctant to take medication at
this time.

Case Notes from Sessions 1–3 (background for the Part II assignment)
Following her intake session, Margarita made a commitment to six sessions of therapy with you. She responded well to your counseling interventions during the first
three sessions, and you see evidence that you and Margarita have established a good rapport. She has been on time for her sessions and has openly discussed experiences
she has had at work and at home, adding a little more detail each week. She has reported that she continues to feel overwhelmingly strong anger at times, and she still
feels quite despondent about this and her life in general, although she strongly denies suicidal intentions.
In the second session, you initiated a discussion about cultural differences you have with Margarita, giving her an opportunity to articulate how she might be
concerned about your understanding of her (based on your ethnicity, gender, age, or background). She said that she is confident that you can understand her, based on
your interactions so far, but if she develops concerns she will let you know. You are resolved to remain vigilant to evidence of breaches in rapport and address these
immediately, should they occur.
At the end of the third session, you and Margarita identified some specific goals that she would like to work on to “move the ball forward” in her life. You then
prioritized these goals and asked her to think about them before your next session to be sure they were the best fit for what she most wants to change. You are
beginning your fourth session with Margarita, ready to work on her priorities for change in her life, from your chosen theoretical approach.

Theoretical Framework and Application 2
**REBT-Feminist** (theory to use)

Theoretical Analysis
Brief description of the theory’s origin (background, how was it developed, who created it) and basic philosophies (its view of human nature, theory of change, view of
psychopathology, the role of the counselor).
How this theory aligns with your own philosophy, values, and views of the therapeutic process.
An evaluation of the research evidence supporting this theory, with an example of a current study.
The appropriateness of this theory for diverse populations.
Theoretical Application
Goals you will work on with Margarita (make sure the goals align with the chosen therapeutic approach).
Interventions and techniques you will use with Margarita, based on your theoretically established goals. Be very specific. Assume that you will have up to three
sessions with her.
Cultural considerations you will keep in mind while using this therapeutic approach with Margarita.
Strengths and limitations of using this theory with Margarita.

What the benefits of having a flexible budget?

What the benefits of having a flexible budget?

What the benefits of having a flexible budget?
Flexing Your Budget

Read the article Flexing Your Budget in which experts urge hospitals and healthcare systems to trade in their traditional budgeting process for a more dynamic and
versatile model.
Download this template for Module 11 Article Reviewand write your answers in the spaces provided.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Save your assignment as a Microsoft Word document. (Mac users, please remember to append the “.docx” extension to the filename.) The name of the file should be your
first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:
Jstudent_exampleproblem_101504
Author of Article: Paul Barr
Title of Article: Flexing your budget. Experts urge hospitals, systems to trade in their traditional budgeting process for a more dynamic and versatile model.
Journal/ Newspaper/ Website – Name and date: Modern Healthcare, 35(37), 24.

Summary of Article:

(This section is a summary of the article. It should be about a paragraph in length.)
Key Points:

(This section should state the important points discussed in the article. It should be bulleted or numbered and in sentence form.)

Your Own Analysis:

(This section should discuss what you thought about the article.)

Questions:

• What the benefits of having a flexible budget?

• What are some of the downsides of having a flexible budget?

• Do you think the budget busters are accurate? Why or why not?

• How does the flexible budget address these budget busters?

Computer Science.// artificial intelligence

Computer Science.// artificial intelligence

Computer Science.// artificial intelligence
Portfolio Prompt Nine
Write a paper that defends whether artificial intelligence can truly exist. This will require a definition of what true artificial intelligence is.

As always you will be graded on completeness of your answer, grammar, and spelling. The text of the paper must be 3 pages, double spaced, 11 pt. Times New Roman font
with default margins

Feel free to be creative in your answers. You can include your own pictures, stories, poetry, music…

structure and function of DNA. DNA and Protein Synthesis

structure and function of DNA. DNA and Protein Synthesis

structure and function of DNA.
DNA and Protein Synthesis
Review the safety materials and wear goggles when
working with chemicals. Read the entire exercise
before you begin. Take time to organize the materials
you will need and set aside a safe work space in
which to complete the exercise.
Experiment Summary:
You will learn the structure and function of DNA and
RNA. You will learn the similarities and differences
between DNA and RNA. You will learn the process
of protein synthesis and create and use models to
demonstrate both transcription and translation.
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EXPERIMENT
Learning Objectives
Upon completion of this laboratory, you will be able to:
● Review the structure and function of DNA.
● Identify the codons that code for amino acids in DNA and RNA.
● Explain the purpose of start and stop codons in protein synthesis.
● Summarize the steps involved in protein synthesis and define a ribosome and its three sites.
● Summarize the steps of transcription, including: initiation, elongation, and termination.
● Summarize the steps of translation, including; initiation, elongation, and termination.
● Illustrate and model the processes of transcription and translation.
● Construct a series of tRNA molecules and write the anti-codons and amino acids each tRNA
carries.
● Explain the difference in the number of amino acids that were present at the start and at the
end of the translation model.
Time Allocation: 3 hours
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Experiment DNA and Protein Synthesis
Materials
Student Supplied Materials
Quantity Item Description
1 Camera, digital or Smartphone
1 Pair of scissors
1 Printer
10 Sheets of printer paper
1 Pen or pencil
1 Tape
HOL Supplied Materials
Quantity Item Description
1 DNA Nucleotide Template
1 RNA Nucleotide Template
1 tRNA Template
Note: To fully and accurately complete all lab exercises, you will need access to:
1. A computer to upload digital camera images.
2. Basic photo editing software such as Microsoft Word® or PowerPoint®, to add labels, leader
lines, or text to digital photos.
3. Subject-specific textbook or appropriate reference resources from lecture content or other
suggested resources.
Note: The packaging and/or materials in this LabPaq kit may differ slightly from that which is listed
above. For an exact listing of materials, refer to the Contents List included in your LabPaq kit.
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Experiment DNA and Protein Synthesis
Background
DNA, Codons, and Proteins
Deoxyribonucleic acid (DNA), the genetic material of all living organisms, is composed of two
chains of nucleotides wound together in a double-helical formation. Nucleotides, the molecules
responsible for the structural units of DNA, are composed of three sections: a phosphate
group (PO4
), a sugar (deoxyribose) group, and a nitrogenous base. There are four different DNA
nucleotides: adenine (A), thymine (T), cytosine (C), and guanine (G), which are identical in their
phosphate and sugar groups, but vary in their nitrogenous bases. The bonds between the sugar
and phosphate groups of each nucleotide form the sugar-phosphate backbone of DNA and the
two strands wind together as a result of base pairing: AT (Adenine-Thymine) or GC (GuanineCytosine).
The arrangement of the four DNA nucleotides creates the genetic code, the blueprint for all living
things. The genetic code is composed of codons, triplets of nucleotides that contain the code for
the production of amino acids, which are strung together to create proteins (polypeptide chains).
Proteins are highly complex, organic substances that provide a vast number of functions in living
organisms, including maintenance of cells and growth. Thus, proteins are essential components
of living tissues including: skin, bones, and muscle. The four different nucleotides provide 64
different codons (four options for each of three positions = 43
= 64 options), which code for one
of twenty amino acids or a stop codon. See Table 1.
Table 1. Codon Chart (DNA)
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Experiment DNA and Protein Synthesis
Protein Biosynthesis and Transcription
Protein biosynthesis is the process where cells use the genetic code to build proteins. The process
differs slightly between prokaryotes (single-celled organism with no organelles or distinct nucleus)
and eukaryotes (single or multi-celled organisms with organelles and DNA contained in a distinct
nucleus). In the context of this experiment, the focus will be on the main steps and commonalities
between the prokaryotic and eukaryotic protein biosynthesis steps. There are two main steps in
protein biosynthesis: transcription and translation.
Transcription is the process by which single stranded RNA is synthesized from DNA. RNA
(ribonucleic acid), like DNA, is composed of nucleotides with a phosphate, a sugar (ribose), and
one of four nitrogenous bases. The nucleotides adenine, cytosine, and guanine exist in both DNA
and RNA, however; in RNA, the nucleotide uracil (U) replaces thymine (T), and binds with adenine
(A). See Figure 1.
Figure 1. Nitrogenous bases in DNA and RNA. Note that while DNA is double-stranded, RNA
exists as a single-strand. © udaix
There are three steps in transcription: initiation, elongation, and termination. A general depiction
of transcription is shown in Figure 2.
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Experiment DNA and Protein Synthesis
Figure 2. General schematic of transcription. © The National Human Genome Research Institute
In initiation, an enzyme called RNA polymerase binds to the DNA promoter, which is the DNA
sequence that initiates transcription. The RNA polymerase causes the two strands of DNA to begin
unwinding and separate from one another. In elongation, the RNA polymerase travels downstream
(3’ to 5’) along the DNA antisense strand, elongating the mRNA transcript in the 5’ to 3’ direction.
The DNA antisense strand is the template strand from which the mRNA is transcribed. Figure
2 illustrates how transcription creates an mRNA copy of the DNA sense, or coding, strand, with
uracil replacing thymine in the newly constructed mRNA. As the RNA polymerase continues to
move downstream, the two strand of DNA re-wind into a double-helix formation. In termination,
the RNA polymerase detaches from the DNA and releases the transcribed mRNA. In a prokaryote,
the released mRNA is complete and ready to move into translation, while in a eukaryote the
released RNA undergoes a series of steps where it is processed before moving into translation as
mRNA.
Translation
Translation, the second main step of protein synthesis, is the process by which the mRNA (created
in transcription) is converted into a protein. In a prokaryote, translation occurs in the cytoplasm,
the same site as transcription; while in eukaryotes, translation occurs in the cytoplasm, where
it is carried after transcription has completed in the nucleus. There are two major players in
translation; transfer RNA (tRNA) and ribosomes. tRNA is a clover-shaped molecule that acts as the
interpreter between mRNA and the protein it will help to synthesize. A ribosome is an organelle
which functions as the site of protein synthesis. Ribosomes are made of ribosomal RNA (rRNA)
and protein molecules, and are divided into two subunits: large and small. The small ribosomal
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Experiment DNA and Protein Synthesis
subunit binds the mRNA and reads the information contained in the mRNA nucleotide sequence.
The large ribosomal subunit contains three binding sites: the peptidyl-tRNA site (P site), the
aminoacyl-tRNA site (A site), and the exit site (E site). See Figure 3.
Figure 3. The ribosome.
There are three steps in translation: activation and initiation, elongation, and termination. A
general depiction of translation is shown in Figure 4.
Figure 4. General schematic of translation.
In the first step of translation, activation and initiation, the mRNA is threaded between the
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Experiment DNA and Protein Synthesis
small and large subunits of the ribosome. The ribosome signals the start of translation when it
encounters and binds to the first start codon (AUG, which codes for the amino acid methionine)
at the A site. The tRNA carrying the anticodon (UTC) and the methionine binds to the mRNA
codon at the ribosomal A site, creating the initiation complex, signaling translation to begin.
The tRNA bound mRNA then moves into the P site, which brings in the next tRNA carrying the
complementary anticodon and amino acid to the mRNA now in the A site.
The amino acid in the P site then forms a peptide bond with the amino acid in the A site,
releasing the amino acid from the tRNA in the P site and moving the empty tRNA into the E site.
Simultaneously, the tRNA in the A site, holding the two peptide-bonded amino acids, then moves
into the P site, signaling the next tRNA to bind to the mRNA in the A site. Using Figure 4 as an
example, as the empty tRNA (which had been carrying valine) exits the E site, a peptide bond is
formed between lysine (in the P site) and cysteine (in the A site). The lysine (peptide bound to
valine, glutamate, serine, and glycine) then detaches from the tRNA in the P site and attaches to
the tRNA in the A site. The tRNA in the A site (now carrying the cysteine, lysine, valine, glutamate,
serine, and glycine) then moves into the P site, releasing the tRNA that had carried the lysine from
the E site. As the tRNA is released from the E site, tRNA carrying the anticodon AUA and the amino
acid tyrosine (yellow Tyr) binds to the mRNA in the A site, continuing the process. This continuous
process, called elongation, builds the polypeptide chain (protein) one amino acid at a time until
the mRNA reads a stop codon (UAA, UAG, or UGA).
When a stop codon is encountered in the mRNA at the A site, termination is signaled. In
termination the stop codon signals the end of elongation, which cleaves the protein from the
tRNA, allowing it to exit the ribosome. The two ribosome subunits and the mRNA then dissociate
from one another, completing the translation process. The protein then undergoes a series of
steps including post-translational modifications and protein folding to assume its new shape.
In 2009, Dr. Ada Yonath won the
Nobel Prize in Chemistry. She was the first
woman to win the Nobel Prize in Chemistry
in 45 years, since Dorothy Crowfoot Hodgkin
in 1964, and the first woman in the Middle East
to ever win the Chemistry Nobel Prize. Her award,
shared with Dr. Thomas Steitz and Dr. Venkatraman
Ramakrishnam, was the result of her work on the
structural determination of the ribosome, determining
the structure of both the small and large ribosomal
subunits. Her work lead to the conclusion that a
ribosome is a ribozyme (ribonucleic acid enzyme), that
organizes its substrates in the stereochemistry necessary
for the formation of peptide bonds. From her work
came the new and exciting crystallization technique
called cryo bio-crystallography, which allows for the
crystallization of large biological macromolecules at
cryogenic temperatures (approximately -320°F)
allowing the macromolecules to maintain
their solution state.
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Experiment DNA and Protein Synthesis
Exercise 1: Protein Synthesis
In this exercise, you will model the steps of protein synthesis, starting with a single strand of
nucleotides and ending with a protein.
1. Print 6 copies of the DNA Nucleotide Template, 4 copies of the RNA Nucleotide Template, and
1 copy of the tRNA Template. It is preferable, but not necessary, to print them in color. The
templates are located in the “Supplemental Documents” folder of your digital courseware.
2. Review the coding strand of DNA (5’ to 3’) in Data Table 1 of your Lab Report Assistant.
3. Create the template strand of DNA (3’ to 5’) and record in Data Table 1.
4. Gather the scissors, tape, and the 6 printed copies of the DNA Nucleotide Template. Cut out
the nucleotides from the template. It is not necessary to cut out the entire nucleotide; rather,
cut the nucleotide in a rectangular shape, only cutting out the details of the nitrogenous
bases. See Figure 5.
Figure 5. Cutting out DNA nitrogenous bases.
5. Using the DNA nucleotides, create the entire double strand of DNA by matching up and taping
together the base pairs. See Figure 6 as an example.
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Experiment DNA and Protein Synthesis
Figure 6. Pairing of DNA nucleotides.
6. Take a photograph of the completed double strand of DNA with your name and the data
showing in the photograph. Resize and insert the photograph into Data Table 2 of your Lab
Report Assistant. Refer to the appendix entitled “Resizing an Image” for guidance with resizing
an image.
7. Determine the mRNA strand that transcription would produce from the DNA template strand
and record the mRNA strand in Data Table 1.
8. Gather the 4 printed copies of the RNA Nucleotide Template. Cut out the nucleotides from
the template. It is not necessary to cut out the entire nucleotide; rather, cut the nucleotide in
a rectangular shape, only cutting out the details of the nitrogenous bases.
9. Using the RNA nucleotides, create the mRNA strand by matching up and taping together the
base pairs.
10. Take a photograph of the mRNA strand with your name and the date showing in the photograph.
Resize and insert the photograph in Data Table 2.
11. Starting with the first mRNA nucleotide, determine what amino acids the codons in the mRNA
are coding for and record in Data Table 1.
Note: Use Table 2 to determine the amino acids coded by RNA codons.
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Experiment DNA and Protein Synthesis
Table 2. Codon Chart (RNA)
12. Gather the printed copy of the tRNA Template and cut out the tRNAs.
13. Build the line of tRNAs that would flow into the A site during translation. Write the anticodons
into each tRNA and the amino acid the mRNA codes for. See Figure 7 as an example of
the tRNA that would be created from the mRNA codons CCU.
Note: Use Figure 4 in the Background section as needed to help organize your thoughts and identify
where in the mRNA strand translation would begin.
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Experiment DNA and Protein Synthesis
Figure 7. tRNA created from mRNA (CCU). Note that the anti-codons (GGA) and the name of the
amino acid (gly = glycine) are written into the tRNA.
14. Take a photograph of the tRNAs (in order) with your name and the date showing in the
photograph. Resize and insert the photograph in Data Table 2.
15. Write the name of the each amino acid in the final protein created from translation and record
in Data Table 1.
16. When you are finished uploading photos and data into your Lab Report Assistant, save your
file correctly and zip the file so you can send it to your instructor as a smaller file. Refer to the
appendix entitled “Saving Correctly” and the appendix entitled “Zipping Files” for guidance
with saving the Lab Report Assistant correctly and zipping the file.
Note: Use a textbook or internet source, as necessary, for a list of the three-letter amino acid
abbreviations and the full amino acid names.
Questions
A. How many amino acids were coded for by the mRNA? How many amino acids were present
in the final protein chain created in translation? In detail, explain the differences in the two
numbers; why were some amino acids coded for by the mRNA but not present in the final
protein chain? What amino acids were omitted from the final protein chain? Explain your
answers.

Experiment DNA and Protein Synthesis